Success factors of transformative learning: putting theory into practice

Pre-Service Teachers’ Perceptions of, and Experiences with, Technology-Enhanced Transformative Learning towards Education for Sustainable Development

“…Thus, learning and enactment of new perspectives can occur by transforming meaning perspectives [42]. Social support in new collaborative spaces and self-directed learning are crucial factors for dealing with various sustainability challenges [25]. By providing conflicting perspectives in sustainability, pre-service teachers may be motivated to examine their perspectives [20].…”

“…Despite various active learning approaches being included in teacher education curricula, a lack of developed competencies for ESD has been identified [21]. Thus, to make a pedagogical change that enables the transition from traditional to transformative learning, several authors suggest introducing innovative ICT-enhanced pedagogies based on metacognitive strategies [2,[22][23][24][25], which establish self-directed learning as a foundation of transformative learning, as argued by [26].…”

“…The approach that should be used for developing transformative learning in preservice teachers is still under debate since transformative learning might lead to the direction of ESD [6,16,25,27,28], where societal changes are needed [29,30]. While rote learning might help identify SDGs, active learning methods are needed to develop students' selfawareness and evaluation of the merit of each goal and indicator [16].…”

“…While rote learning might help identify SDGs, active learning methods are needed to develop students' selfawareness and evaluation of the merit of each goal and indicator [16]. Transformative learning approaches in teacher ESD are seldom, but some efforts have been made toward the creation and standardization of new learning spaces which bridge learning with action and social transformation [25]. A common teaching challenge in pre-service teacher education is designing curricula and running courses that help students unlearn common-sense beliefs, make a paradigm shift while revising and not only augmenting previous knowledge [17].…”

“…To bridge the gap between ESD and transformative learning, educators or instructors must create learning environments that encourage intellectual openness and enhance extrarational processes and social critique [25,32]. Here, technology-enhanced teacher-student, teacher-society, student-student, and student-society interactions are proposed as interactions in traditional and virtual classrooms that can be synchronous or asynchronous [33].…”